Reflect some of the ways that you want to assess your students, i.e. monitor their level of understanding what you're teaching.
There are a few ways that I have chose to informally assess my students to determine whether or not they are achieving a level of understanding that I consisder to be acceptable. As I'm teaching a lesson I take a few seconds inbetween statements to monitor facial expressions. I am mainly looking for looks of confusion, frustration, or blank stares which indicate that the knowledge that I am portraying is not sinking in. When I see this I like to ask if there are any questions so far, and if I don't get any I responses I continue with "so we are all okay with this material?" and then begin to call on students, who I suspect have questions that they might be afraid to ask, with questions to probe their understanding. I also like to give a lot of example problems so that students can practice and see where there own misconceptions are, which they have the opportunity to inquire about as I walk around and check on their progress. Quizes are also used to determine where common misconceptions about the material are. For example: If the majority of the students are getting the same question wrong on the quiz I obviously need to address the problem by either re-teaching the concept, explaining the concept in a different way, or both.
Describe your grading policy, i.e. how you will assign scores to represent performance. Explain why you are choosing to use this method. If you are continuing your CT's grading policy, explain what you feel are the strengths and weaknesses of this approach.
My grading policy for periods 5 and 7 (CHM 422) will consist of the following types of grades: Quizes, usually announced - worth 20 pts each; reading quizes (to make sure the reading assignment is done), fair game the class after a reading assignment is given - worth 5 pts each; laboratory assignments, generally one per chapter which will include a formal lab write up to be uploaded on the school's REAP site - worth 40 pts each; homework assignments, given during the week (no homework assigned on weekends unless they have a lab due or a quiz/test to study for - checked for completion unless otherwise specified; tests, one per chapter which will be accompanied by a review if time permits - worth 50 pts each. My semester will consist of about six chapters of material so studens will have pleanty of opportunites for grades. I chose this grading policy (which I explained to each class the first day that I taught) because it gives students the opportunity to excell in a variety of assessment areas. I also feel that if implemented correctly/efficiently students will have multiple opportunities to learn the same concept, as the understanding of that concept will be reflected in more than one grade (i.e. quizes, homework, labs, and finally the test for the concept of the mole - mass conversions).
There are a few ways that I have chose to informally assess my students to determine whether or not they are achieving a level of understanding that I consisder to be acceptable. As I'm teaching a lesson I take a few seconds inbetween statements to monitor facial expressions. I am mainly looking for looks of confusion, frustration, or blank stares which indicate that the knowledge that I am portraying is not sinking in. When I see this I like to ask if there are any questions so far, and if I don't get any I responses I continue with "so we are all okay with this material?" and then begin to call on students, who I suspect have questions that they might be afraid to ask, with questions to probe their understanding. I also like to give a lot of example problems so that students can practice and see where there own misconceptions are, which they have the opportunity to inquire about as I walk around and check on their progress. Quizes are also used to determine where common misconceptions about the material are. For example: If the majority of the students are getting the same question wrong on the quiz I obviously need to address the problem by either re-teaching the concept, explaining the concept in a different way, or both.Reflect some of the ways that you want to assess your students, i.e. monitor their level of understanding what you're teaching.
My grading policy for periods 5 and 7 (CHM 422) will consist of the following types of grades: Quizes, usually announced - worth 20 pts each; reading quizes (to make sure the reading assignment is done), fair game the class after a reading assignment is given - worth 5 pts each; laboratory assignments, generally one per chapter which will include a formal lab write up to be uploaded on the school's REAP site - worth 40 pts each; homework assignments, given during the week (no homework assigned on weekends unless they have a lab due or a quiz/test to study for - checked for completion unless otherwise specified; tests, one per chapter which will be accompanied by a review if time permits - worth 50 pts each. My semester will consist of about six chapters of material so studens will have pleanty of opportunites for grades. I chose this grading policy (which I explained to each class the first day that I taught) because it gives students the opportunity to excell in a variety of assessment areas. I also feel that if implemented correctly/efficiently students will have multiple opportunities to learn the same concept, as the understanding of that concept will be reflected in more than one grade (i.e. quizes, homework, labs, and finally the test for the concept of the mole - mass conversions).Describe your grading policy, i.e. how you will assign scores to represent performance. Explain why you are choosing to use this method. If you are continuing your CT's grading policy, explain what you feel are the strengths and weaknesses of this approach.